| Objectives:The purpose of this study is to design a Network Teaching Platform for Nursing Case Database,develop a usabilityevaluation index system for the Teaching Platformof Nursing Case Database,and evaluate the effectiveness of the Network Teaching Platform of Nursing Case Database applied in Geriatric Nursing,so as to create conditions for the inter school sharing of nursing case database resources.Methods:1.With the help of information and network technology,the methods of literature review,brainstorming and college-enterprise cooperation had been employed in developing the Network Teaching Platform,takingthe case database as the carrier and the four strategies of “teaching,learning,evaluation and reflection” as the development concept.2.The draft usability evaluation index system of the Teaching Platform of Nursing Case Database had been established by means of literature review,making it possible for the formation of the first-round questionnaire.The final version of the questionnaire had been formed after the establishment of the system through two rounds of Delphi expert consultation.3.The evaluation of the effectiveness of the Network Teaching Platform based on Nursing Case Database: The cluster-randomized trial was adopted.The junior nursing undergraduates(Class 2017)in a full-time college from Fujian Province were recruited,which was randomly divided into a control group and a test group.The control group received the traditional CBL method,while the test group received the CBL method based on the Network Teaching Platform.Relevant teaching data were collected by employing scales of Self-Learning Ability,General Self-Efficacy,CTDI-CV,and Clinical Decision-Making Capacity,and evaluation forms of CBL quality,usability questionnaire of the Platform based on Nursing Case Database,as well as the outline for qualitative interview and so on.Results:1.The designing and developing of the Network Teaching Platform of Nursing Case Database: The platform was composed of ten modules,namely the modules of teaching,case management,case study,case test,diagnostic evaluation,formative assessment,achievement evaluation,case evaluation,role progress and reflection.A background management and mobile apps for teachers and students respectively had been also developed.2.The establishment of the usability evaluation index system of the Network Teaching Platform of Nursing Case Database:I.The index system included 3 categories,11 subcategories and 39 items.The recovery rate of the two rounds of questionnaires was 100% and the authoritative coefficient was 0.85.Thefirst round Kendall W coordination coefficient was between 0.121 and 0.326,and the second round was between 0.210 and 0.326,while the difference was statistically significant by significance test.(P<0.05)II.By means of analytic hierarchy process,the weight coefficients of the 3categories were 0.3421,0.3498 and 0.3081 respectively,while the weight coefficients of the 11 subcategories were 0.2220,0.2171,0.1835,0.1945,0.1828,0.3320,0.3433,0.3247,0.3347,0.3369 and 0.3284 respectively.3.The evaluation of the effectiveness of the CBL method based on the Network Teaching Platform of Nursing Case Database:I.Comparison of students’ scores: Before the trial,the two groups showed no significant statistical difference in the scores of courses including Basic Nursing,Health Evaluation and Medical Nursing(P>0.05).After the trial,there was no significant statistical difference(P>0.05)between the two groups in the scores of Geriatric Nursing.II.Comparison of students’ abilities:Self-learning Ability:i.The test group showed statistical differences(P<0.05)in the comparison before and after the trial in terms of self-management ability,learning cooperative ability and the total scores of self-learningability.ii.The controlled group showed statistical difference(P < 0.05)in the comparison before and after the trial in terms of the total scores of the self-learning ability before and after the trial.iii.The two groups showed no statistical difference(P>0.05)in the total scores of self-learning ability before and after the trial,while there was statistical difference(P<0.05)in the comparison of self-management ability and learning cooperative ability between the two groups.General Self-Efficacy:i.The test group showed statistical difference(P<0.05)in the scores of General Self-Efficacy before and after the trial.ii.The controlled group showed statistical difference(P<0.05)in the scores of General Self-Efficacy before and after the trial.iii.The two groups showed no statistical difference(P>0.05)in the total scores of General Self-Efficacy before the trial,but there were statistical differences(P<0.05)after the trial.Critical Thinking Disposition Inventory(CTDI-CV):i.The test group showed statistical difference(P<0.05)in the total scores of CTDI-CV before and after the trial,while there was statistical difference(P>0.05)in the comparison of the scales of truth-seeking,systematicity and self-confidence of critical thinking.ii.The control group showed no statistical difference(P>0.05)in the total scores of CTDI-CV before and after the trial.iii.There was no statistical difference(P>0.05)in the total scores of CTDI and various dimensions between the two groups before and after the trial,while there were statistical differences(P > 0.05)in the scales of Truth-Seeking,systematicity and self-confidence of critical thinking after the trial.Clinical Decision-Making Ability:i.The test group showed no statistical differences(P>0.05)in the total scores of Clinical Decision-Making Ability Scale and various scales before and after the trial.ii.The control group showed no statistical differences(P>0.05)in the total scores of Clinical Decision-Making Ability Scale,while itshowed statistical differences(P<0.05)in the scales of decision plan ability and evaluation feedback ability before and after the trial.iii.There was no statistical difference in the comparison scores of Clinical Decision-Making Ability Scale and various scales between the two groups,while there were statistical differences in the implementation of decision-making ability before the trial.The two groups showed statistical differences(P<0.05)in the decision plan ability and total scores of the Clinical Decision-Making Ability after the trial.III.Evaluation of CBL teaching quality in Geriatric Nursing: There was no significant difference between the two groups in case quality,teaching ability,teaching attitude,teaching effect and the total score of teaching quality evaluation after the trial(P>0.05).IV.Usability evaluation of the online data of the Network Teaching Platform of Nursing Case Database: The scores of usability evaluation of the platform from teachers and students were in the upper middle level.The average score of students’ evaluation was 49.38 ± 4.75;while the average score of teachers’ was 58.08 ± 4.03.V.The online learning data of the Network Teaching Platform:There were 11 cases and case introductions to Geriatric Nursing respectively,11learning-task lists,as well as 27 relevant resources for further study.There also included 10 pre-class tests,11 in-class tests,and 3 reflection reports.A total of 458 questions and 3,060 replies related to the topic from students and teachers had been posted.Among the 43 students,42 moved to the A-level(Best),and 1 student to the B-level(Better)through role progress after the trial.VI.Interviews with teachers and students: The results of the interviews showed that teachers and students had a positive attitude towards the CBL methods based on the Network Teaching Platform.Teachers’ feedbacks include: The method improved the efficiency of teaching management,helped students to integrate theory with clinical practice,and changed the classroom atmosphere.Meanwhile,the new technology also brought challenges to teachers.Students’ feedbacks include: Most studentsapproved of the new teaching method and thought apart from improving self-learning ability and learning participation,it could Improve communication skills and promote self-reflection.Meanwhile,the new teaching method also increased learning pressure and burden as well.Conclusions:I.The platform boasts its digitized learning resources,personalized teaching process,and big data-based teaching evaluation.It is hoped that the establishment and sharing of the platform will further improve the functions of the Platform,and facilitate the inter-college sharing of nursing case database.II.The usability evaluation index system of the Network Teaching Platform based on Nursing Case Database has been established,which can be used to evaluate the usability of platforms like this.III.Both the CBL method based on the Network Teaching Platform and the traditional CBL were proved in the contribution to improve students’ self-learning ability and self-efficacy.But the former has an edge in terms of improving students’ clinical decision-making ability,teaching management efficiency,student learning participation,students’ self-reflection and learning progressions.It also posed new challenges for teachers and students alike.Teacherswere required to improve their application ability of information technology,while students were encouraged to adjust their learning strategies to enhance self-efficacy,in order to make progression in nursing practice ability. |
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